Effects of Problem-Based Learning on Academic Achievement: A Meta-Analysis Study
EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.40, no.181, pp.139-174, 2015 (SSCI, Scopus, TRDizin)
- Publication Type: Article / Article
- Volume: 40 Issue: 181
- Publication Date: 2015
- Doi Number: 10.15390/eb.2015.4429
- Journal Name: EGITIM VE BILIM-EDUCATION AND SCIENCE
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
- Page Numbers: pp.139-174
- Keywords: Problem-Based Learning, Traditional Teaching, Academic Achievement, Meta-Analysis Method, MATHEMATICS PERFORMANCE, SCIENCE TEACHERS, STUDENTS, ATTITUDES, EDUCATION, CURRICULA, IMPLEMENTATION, EXPECTATIONS, BEHAVIOR, OUTCOMES
- Akdeniz University Affiliated: No
Abstract
Today there is need for individuals who solve problems, who argue, question, change and take the lead and who use information instead of accumulating it. This need reveals the value of problem-based learning approach (PBL) which provides students to work in groups on a scenario prepared for the particular topic. Independent studies, aiming to determine PBL's impact on achievement when compared to traditional teaching, often focus on a particular type of application or operation.